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Teacher training

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This is about the teacher training programs available for teachers.

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Teacher training

  1. 1. TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT Revised Teacher Hiring Guidelines Ma. Christina M. Dioneda IV-28 BSE Chemistry
  2. 2. Teacher Training <ul><li>It dealt more on the different services rendered for teachers and soon to be educators. </li></ul>Professional Development <ul><li>It refers to the development of a person in his or her professional role. </li></ul>
  3. 3. <ul><li>Quality teachers are the single greatest determinant of student achievement. </li></ul><ul><li>Teacher education, ability and experience account for more variation in student achievement than all other factors. </li></ul>Teacher Professional Development : A Primer for Parents and Community members [page 3] -- Public Education Network and The Finance Project
  4. 4. Teacher professional development: an international review of literature by Eleonora Villegas-Reimers What do teachers need to know? <ul><li>General pedagogical knowledge </li></ul><ul><li>Subject-matter knowledge </li></ul><ul><li>Pedagogical content-knowledge </li></ul><ul><li>Knowledge of student context and a disposition to find out more about students, their families and their schools. </li></ul>
  5. 5. <ul><li>5. Knowledge of strategies, techniques and tools to create and sustain a learning environment/ community, and the ability to use them effectively. </li></ul><ul><li>6. Knowledge, skills and dispositions to work with children of diverse cultural, social and linguistic backgrounds. </li></ul>
  6. 6. <ul><li>7. Knowledge and attitudes that support political and social justice, as social realities make teachers very important agents of social change. </li></ul><ul><li>8. Knowledge and skills on how to implement technology in the curriculum. </li></ul>
  7. 7. The elements that professional-development programs should target are listed below: <ul><li>Domain and contexts </li></ul><ul><li>Automaticity </li></ul><ul><li>Task demands and social situations </li></ul><ul><li>Opportunities and flexibilities </li></ul><ul><li>Approach to problems </li></ul><ul><li>Interpreting patterns in meaningful ways </li></ul><ul><li>Problem-solving characteristics </li></ul>
  8. 8. Characteristics of Quality Professional Development <ul><li>• Continuous learning, not a one-time seminar </li></ul><ul><li>• Focused on improving classroom practice and increasing student learning </li></ul><ul><li>• Embedded in the daily work of teaching, not relegated to special occasions or separated from the learning needs of students </li></ul>
  9. 9. <ul><li>Centered on crucial teaching and learning activities—planning lessons, evaluating student work, and developing curriculum </li></ul><ul><li>• Cultivated in a culture of collegiality that involves sharing knowledge and experience on the same student improvement objectives </li></ul><ul><li>• Supported by modeling and coaching that teaches problem solving techniques </li></ul><ul><li>• Based on investigation of practice through case study, analysis, and professional discourse </li></ul>
  10. 10. Components of Teacher Preparation and Training <ul><li>Pre – Service Preparation </li></ul><ul><ul><li>Bachelor’s Degree </li></ul></ul><ul><ul><li>Examination </li></ul></ul><ul><ul><li>Certifications </li></ul></ul><ul><ul><li>In – Service Professional Development </li></ul></ul>
  11. 11. Pre-Service and In-Service Teacher Education in the Philippines by Fabian C. Pontiveros, Jr. [PNU] <ul><li>PNU programs </li></ul><ul><ul><li>Pre-service components : </li></ul></ul><ul><ul><ul><li>revised its teacher education curriculum and added two more courses-- IT1 and IT2 </li></ul></ul></ul><ul><ul><ul><li>Computer Assisted Science Experiments was employed in selected biology, physics and chemistry topics. </li></ul></ul></ul>
  12. 12. <ul><ul><li>In-Service components : </li></ul></ul><ul><ul><ul><li>PNU conducted seminars, workshops, short term and long-term trainings [leading to master or doctoral degree] </li></ul></ul></ul><ul><ul><ul><li>PNU is regularly conducting summer training in Science and Mathematics </li></ul></ul></ul><ul><ul><ul><li>UPNISMED Programs </li></ul></ul></ul><ul><ul><ul><ul><li>Uses alternative delivery modes in pre-service and in-service training programs. Example is the CONSTEL project [ Continuing Science Education for Teachers via Television ]. </li></ul></ul></ul></ul>
  13. 13. <ul><li>UPOU Programs </li></ul><ul><ul><li>Offers the following programs in teacher education: </li></ul></ul><ul><ul><ul><li>Diploma in Science Teaching </li></ul></ul></ul><ul><ul><ul><li>Diploma in Mathematics Teaching </li></ul></ul></ul><ul><ul><ul><li>Diploma/Master in Social Studies Education </li></ul></ul></ul><ul><ul><ul><li>Diploma/Master in Language Studies Education </li></ul></ul></ul><ul><ul><ul><li>Doctor of Philosophy in Science Education </li></ul></ul></ul>
  14. 14. <ul><li>DECS Programs </li></ul><ul><ul><li>TEEP [Third Elementary Education Project] is a mass training for elementary school teachers intended to enrich their knowledge in both content and strategies. </li></ul></ul><ul><ul><li>SEDIP [Secondary Education Development Improvement Program] is a mass training for high school teachers intended to enrich their knowledge in both content and strategies . </li></ul></ul>
  15. 15. <ul><li>DOST Program </li></ul><ul><ul><li>Project RISE [Rescue Initiative in Science Education] a project that aims to equip non-science major Science teachers in teaching science is an initiative of the SEI-DOST </li></ul></ul><ul><ul><li>MITC [Mobile Information Technology Classroom] is an air-conditioned bus that is equipped with laptop computers, LCD projector, audio devices and TV sets. It aims to bring information technology to teachers and pupils in the far-flung rural areas. </li></ul></ul>
  16. 16. <ul><li>“ The extent and quality of teacher education matters for teacher effectiveness…Teacher knowledge provides the basis for his effectiveness… Teachers with great knowledge of teaching and learning are highly rated and more effective with students.” </li></ul><ul><ul><li>Renato A. Arellano, Teacher Education for Effective Practitioners [The Modern Teacher, July 2004] </li></ul></ul>
  17. 17. <ul><li>Higher Expectations/Greater Needs </li></ul><ul><li>Teachers are expected to demonstrate effectiveness in the classroom. </li></ul><ul><li>If all students are to have a chance for success, they must have teachers who know how to teach every student to a high standard. </li></ul>
  18. 18. <ul><li>“ Education is the only profession that assigns its newest hires to handle its most difficult cases.” </li></ul><ul><li>Teacher Professional Development : </li></ul><ul><li>A Primer for Parents and Community members [page 4] -- Public Education Network and The Finance Project </li></ul>
  19. 19. REVISED TEACHER HIRING GUIDELINES DepEd Order No. 17 s. 2006 <ul><li>Recruitment Procedure </li></ul><ul><ul><li>The selection process for inclusion of qualified applicants in the registry shall be done form Jan 15 to Apr 15 of each school year. </li></ul></ul><ul><ul><li>An applicant shall submit to the nearest elementary or secondary school head a written application with the ff. required documents: </li></ul></ul>
  20. 20. <ul><ul><li>CSC Form 212 in two copies with latest 2x2 ID picture </li></ul></ul><ul><ul><li>Certified photocopy of PRC certificate of registration/license </li></ul></ul><ul><ul><li>Certified photocopy of LET/PBET rating </li></ul></ul><ul><ul><li>Certified copies of baccalaureate transcript of records </li></ul></ul><ul><ul><li>Copies of service record, performance rating and school clearance for those with teaching experience </li></ul></ul><ul><ul><li>Certificates of specialized training, if any </li></ul></ul><ul><ul><li>The applicant shall assume full responsibility as to the validity of the documents submitted. </li></ul></ul>
  21. 21. <ul><ul><li>The School Selection Committee shall: </li></ul></ul><ul><ul><ul><li>Receive applications and verify documents submitted; and </li></ul></ul></ul><ul><ul><ul><li>Prepare and submit the list of applicants, together with their pertinent documents, to the Division Sub-Committee. </li></ul></ul></ul><ul><ul><ul><ul><li>The Division Sub-Committee shall: </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Evaluate the qualifications of applicants based on Education, LET/PBET rating and Teaching experience; </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Interview applicants; </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Observe demonstration teaching; and </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Prepare and submit the initial ranking of applicants to the Division Selection Committee </li></ul></ul></ul></ul></ul>
  22. 22. <ul><ul><li>The Division Selection Committee shall: </li></ul></ul><ul><ul><ul><li>Administer the written English Proficiency Test; </li></ul></ul></ul><ul><ul><ul><li>Consolidate the individual ratings </li></ul></ul></ul><ul><ul><ul><li>Prepare separate Registries of Qualified Applicants [RQAs] for elementary and secondary schools as follows: </li></ul></ul></ul><ul><ul><ul><ul><ul><li>Registry A – 60 points and above </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Registry B – 50 to 59 points </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Registry C – 40 to 49 points </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Registry D – 39 points and below </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Submit the RQAs, including all pertinent records of deliberations, to the Superintendent for approval. </li></ul></ul></ul></ul></ul>
  23. 23. <ul><li>The Administrative Officer for personnel administration shall post the separate RQAs for elementary and secondary schools in at least three (3) conspicuous places in the concerned schools, districts and division office. </li></ul><ul><li>When all of those in Registry A have been appointed and assigned to their respective stations and there are still positions to be filled, those in Registry B shall be considered before going to Registry C and D, in that order. </li></ul>
  24. 24. CRISIS IN QUALITY TEACHERS AND ADMINISTRATORS IN SCHOOL <ul><li>There are dedicated educators who teach for the joy of teaching, who receiving life’s greater pleasure by giving what they can, providing directions for your children. </li></ul>
  25. 25. <ul><li>But good teachers and administrators are hard to find or recruit for a variety of factors: </li></ul><ul><li>1. Salaries are not competitive with other profession of equal or less education and responsibility. </li></ul><ul><li>2. The teaching profession is not held in sufficient honor, parents prefer to advise their children to go into other fields of profession other than teaching. </li></ul><ul><li>3. The teaching profession sometimes has no adequate way to reward competent, dedicated, committed teachers. </li></ul>
  26. 26. <ul><li>“ Quality teachers and administrators would not be hard to find if college age men and women would know and see the real challenge of teaching, if only they know that it is considered the noblest profession, highly respected among professional fields.” </li></ul><ul><li>- Onofre M. Molina, Division of Nueva Viscaya District of Kayapa </li></ul>
  27. 27. <ul><li>“ Merit system should be based on academic performance because it is for the learner’s benefit. By this, DepEd will produce master teachers who have potentials in attaining quality education and not quality physical aspects.” </li></ul><ul><li>– Rebecca R. Santos, Mayantoc Central Elementary School, Mayantoc, Tarlac </li></ul>
  28. 28. PROFESSIONALIZING TEACHING <ul><li>Among all the diverse demands placed on teacher education programs, promoting the ability to teach for understanding is particularly important. </li></ul><ul><li>Teachers are to help students delve more deeply into the underlying meanings of mathematics, engage their discussion on problems and ideas, reasoning and understanding rather than merely emphasizing performance. </li></ul>
  29. 29. <ul><li>“ Learning how to teach, and working to become an excellent teacher, is a long-term process that requires not only the development of very practical and complex skills under the guidance and supervision of experts, but also the acquisition of specific knowledge and the promotion of certain ethical values and attitudes.” </li></ul><ul><li>– Eleonora Villegas-Reimers </li></ul>
  30. 30. <ul><li>“ It is the teacher in the school who makes a school successful. Ignore the teacher and the school will not succeed. By pass the teacher and the school will not exist.” </li></ul><ul><li>Vivinia B. Daug, PNU Agusan Campus, Prosperida, Agusan del Sur </li></ul>

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